EDS 8815 Curriculum Design for a Changing World

This hands-on course will examine the historical and theoretical underpinnings of curriculum and instruction and their connection to school reform and school improvement initiatives across the nation. Completers will be able to demonstrate advanced ability to design, implement and evaluate viable curricula through an understanding of curriculum alignment, assessment, and instructional design. An examination of state and national curricula, the media, professional journals, and recommendations from various sources, i.e. think tanks, foundations, colleges and school systems will be the basis of the study. By relating experiences of others to the setting in which the class candidates are working, there will be realistic opportunities to consider and synthesize old and new knowledge of practices that will assist the candidate in becoming a more effective teacher, student advocate, and change agent in the area of curriculum development and implementation.

Credits

3

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES (CO):

Upon successful completion of this course, the candidate will be able to:

1. give evidence of planning that recognizes the needs of students, the contexts which must be considered when planning curriculum, and the philosophical, historical, and theoretical frameworks that undergird curriculum design. [SPCLO – 17, 20] (C&I – 1.1, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1, 6.1, 6.2, 6.3, 7.1)
2. describe selected definitions of ―curriculum and evaluate the implications and limitations of each. [SPCLO – 17, 20] (C&I – 1.1, 5.1)
3. provide evidence of the ability to align curriculum across local, state and national standards within and across subject areas. [SPCLO – 17, 20] (C&I – 1.2, 7.2, 7.3)
4. demonstrate knowledge of resources, including technology, to support best teaching practices. [SPCLO – 17, 20] (C&I – 1.1, 1.3, 1.4, 2.3)
5. demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. [SPCLO – 17, 20] (C&I – 1.3, 3.1, 3.2, 4.1, 4.2, 4.3, 7.1)
6. evaluate the potentials and pitfalls of recent curricular and organizational innovations on gifted, regular, and special needs learners, as well as teachers and administrators. [SPCLO – 17, 20] (C&I – 5.17.1)
7. discuss the political nature of curriculum and the roles and responsibilities of curriculum stakeholders. [SPCLO – 17, 20] (C&I – 1.1)